A Study of Algorithmic Thinking through Sorting Network Activity in Classroom Using Transformative Lesson Study Incorporated with Open Approach
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Abstract
This study aimed to investigate students’ algorithmic thinking through sorting network activities implemented in classrooms using the Open Approach. The study employed a qualitative research methodology emphasizing protocol analysis, students’ written work, and analytical descriptions. The target group consisted of 43 elementary school students from Grade 4 and Grade 5. Data were analyzed through two Lesson Study cycles. Each cycle consisted of three phases: 1) collaboratively designing the lesson plan, 2) collaboratively observing the teaching practice based on the lesson plan, and 3) collaboratively reflecting on the implemented lesson. The research instruments included lesson plans, still-image recording devices, and video recording devices.
The findings showed that, in the first cycle, students demonstrated the following aspects of algorithmic thinking: 1) understanding how algorithms work and being able to follow them, and 2) carefully coordinating each step of the algorithm. In the second cycle, the Lesson Study team redesigned the lesson by using rays to represent the direction of data movement and by adding conditions related to the operational constraints of the nodes. The findings revealed the following aspects of algorithmic thinking: 1) understanding how algorithms work and being able to follow them, 2) carefully coordinating each step of the algorithm, and 3) constructing algorithms that consistently produced correct solutions. However, no evidence of discovering efficient algorithms was found.
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